How to get more pupils from level 3 to level 5
Key Stage 3 National Strategy How to get more pupils from level 3 to level 5 in English Part 2 Course tutor’s notes Guidance Curriculum and Standards LEA strategy managers, line managers and consultants Status: Recommended Date of issue: 01-2005 Ref: DfES 0007-2005 G How to get more pupils from level 3 to level 5 in English Part 2 Course tutor’s notes Acknowledgements With grateful thanks to the staff and pupils of Archbishop Michael Ramsay Techology College, Southwark and Matthew Arnold School, Staines who appear in the videos. Disclaimer The Department of Education and Skills wishes to make it clear that the Department, and its agents, accept no responsibility for the actual content of any of the materials suggested as information sources within this document, whether these are in the form of printed publications or on a website. Inclusion of or references to icons, logos or products including software, in these materials, as exemplars or for contextual or practical reasons, should not be interpreted as an endorsement of such companies or their products. Contents Session 1 Key messages about pupils’ progress 1.1 Introduction 1.2 Progress in practice: case studies 1.3 Individual pupils’ progress: revisiting the gap task Page 1 2 3 4 Session 2 Using curricular targets to inform teaching 2.1 Addressing pupils’ targets through academic mentoring 2.2 Planning with curricular targets 5 6 7 Session 3 Addressing the issues in Year 9 3.1 Identifying the issues 3.2 Teaching pupils in order to move them to level 5 in writing 3.3 Preparing pupils for the test 3.4 Moving pupils on 9 10 11 13 15 Session 1 Key messages about pupils’ progress AIMS To help teachers to: • develop consistent approaches within the department to secure progress from Year 7 to Year 9 • track the progress across the key stage of pupils who enter Year 7 at level 3 RESOURCES OHTs 1.1–1.4 Handouts 1.1–1.2 Video sequence 1 Course handbook for each participant SESSION OUTLINE TOTAL 40 MINUTES 10 1.1 Introduction MINUTES 15 1.2 Progress in practice: case studies MINUTES 1.3 Individual pupils’ progress: revisiting the gap task 15 MINUTES How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1 Session 1 1.1 Introduction Show OHT 1.1 to remind participants of the intentions of the whole course. In Part 2 the focus is on continuing intervention and support in Years 8 and 9. 10 MINUTES 1.1 OHT Aims rs to: To help teache to support ive strategies tive and inclus ac er int y plo ns uatio • em whole-class sit these pupils in t the departmen es oach within nsistent appr 9 ar Ye to 7 • develop co ress from Year to secure prog of pupils the key stage ogress across • track the pr 3 ar 7 at level who enter Ye sign e pupils and de e needs of thes s ion • diagnose th nt ve er int opriate the most appr luding erventions, inc of targeted int needs • use a range ess the specific dr ad to , rk wo guided group of pupils t as rgeted suppor the place of ta orting pp su to ch • understand oa -school appr pils pu ng part of a whole ini tta ing and low-a underperform Remind participants that in Part 1 of the course the emphasis was on inclusive teaching combined with effective, targeted intervention. Then show video sequence 1, Intervention (3 minutes), in which Caroline Barlow, the assistant headteacher of Matthew Arnold School in Staines, and Andrea Swete, the head of English at Archbishop Michael Ramsey Technology College in Camberwell, talk about how their schools have delivered targeted intervention programmes. Then show OHT 1.2, which revisits the key messages about intervention from Part 1 of the training. OHT 1.1 ght 2005 © Crown copyri G DfES 0007–2005 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio 1.2 OHT Intervention : key messa ges revisite d The most impo rtant elemen t in securing pr for lower-atta ogress ining pupils is ensuring inclus interactive an ive, d varied teachin g strategies in mainstream En glish classroo ms. The key ingre dients of effe ctive intervent identified as: ion were • rapid analy sis of Key Stag e 2 data and from primary information schools, progre ss tests and op tional tests • careful ident ification of pu pils’ specific str and needs engths • appropriate ly targeted su pport • links and re inforcement in the mainstrea m curriculum • regular revie w of pupils’ pr ogress to adjus withdraw int t or ervention OHT 1.2 How to get more Key Stage 3 Natio pupils from level 3 to level 5 in English Part nal Strategy Course tutor’s 2 notes © Crown copyri ght 2005 DfES 0007–2005 G 2 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 1 1.2 Progress in practice: case studies Tell participants that schools tackle underachievement in different ways. The case studies on handouts 1.1 and 1.2 summarise how two very different departments tackled the issue of low attainment in English at Key Stage 3 by developing their approaches to targeted teaching and tracking pupils’ progress. Ask participants, in pairs, to read one case study each and discuss with their partners the key elements of each approach. 15 MINUTES Both case study schools have certain elements in place that enable them to better track and monitor pupils’ progress. Schools which have similar systems are clear about which pupils are underachieving and are therefore better able to provide targeted support to move pupils’ learning on. Now show participants OHTs 1.3a and 1.3b, which pick out some of the key elements successful schools employ to assess and track pupils’ progress. 1.3a OHT Key elemen ts in assessin g and tracking progress Using data • Levels and raw scores an d diagnostic inf from Key Stag ormation e 2 tests • Information from primary sc hools • Diagnostic information fro m transfer bo oklets Offering a ra nge of interv entions • Assessmen t of pupils for placement on Literacy Prog appropriate ress Units (LP Us) • Curricular ta rget setting to es ta blish clear next steps in learn ing for pupils • Grouping pu pils for guided work in English • Appropriate lessons use of addition al adults for su in class pport 1.3b OHT g ts in assessin Key elemen ss (cont.) re og pr ng and tracki Ensuring qu ality teaching and learning • Planning wh ich incorporate s the key objec required to m tives ove pupils on shared ing outcomes they tives and learn ar about what • Lesson objec cle e ar ey th that pected of them with pupils so ex is at wh d rn an are going to lea e as individuals monstrates th elling that de • Explicit mod s se es ng pupils thinking proc s lower-attaini rk rk that engage g and pair wo • Shared wo nin tio es qu opriate e needs th through appr t ee m to nned ided work pla • Focused gu ing or writing pupils in read gage of a group of utines that en ro ss cla sks and • Activities, ta pupils ria and involve all d shared crite ainst clear an • Marking ag learning ts se at th ing s t for learn age and allow • Assessmen -friendly langu targets in pupil t en ssm self-asse out for peer- and information ab r transferring es m m ra og pr • A process fo in intervention pupils’ learning rs he ac te to mainstream OHT 1.3a How to get more Key Stage 3 Natio pupils from level 3 to level 5 in English Part nal Strategy Course tutor’s 2 notes © Crown copyri ght 2005 DfES 0007–2005 G OHT 1.3b ght 2005 © Crown copyri G DfES 0007–2005 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3 Session 1 1.3 Individual pupils’ progress: revisiting the gap task As part of the gap task participants were asked to identify three pupils in their Year 7 or Year 8 classes (2003–04) and to track the progress of two of those pupils, using the gap task sheet. Consultants will need to identify two teachers in advance and invite them to come prepared to talk for up to 5 minutes each about the progress made by one of the Year 7 pupils. This should be illustrated by ‘before’ and ‘after’ work samples showing the progress made in writing as a result of focused teaching intervention. After these presentations show OHT 1.4 and give participants a further 5 minutes to discuss what differences targeted teaching and additional intervention have made to pupils in their own schools. Ensure that discussion focuses on what can be done within mainstream English teaching as well as through additional targeted support. Make the following points. 1.4 • The gap task was focused on writing, but the same principles apply to promoting progress in reading. • Progress in both reading and writing is dependent on effective learning through talk. OHT ce? the differen What made promoted ur school have ventions in yo s? • What inter pil pu of targeted the progress a difference rs that made the key facto exts: nt • What were co e es th in pupils for particular s teaching? – whole-clas ? – guided work erventions? – targeted int ttaining ress of lower-a vely is the prog ge in your sta • How effecti y ke e th ss acro pupils tracked department? Tell participants that they may wish to consider these features in relation to their own school’s intervention plan, using the notes they made as part of the pre-course task. Suggest that participants reflect on implications for best practice in their own school. OHT 1.4 ght 2005 © Crown copyri G DfES 0007–2005 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio 4 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 15 MINUTES Session 1 OHTs 1.1 OHT Aims To help teachers to: • employ interactive and inclusive strategies to support these pupils in whole-class situations • develop consistent approaches within the department to secure progress from Year 7 to Year 9 • track the progress across the key stage of pupils who enter Year 7 at level 3 • diagnose the needs of these pupils and design the most appropriate interventions • use a range of targeted interventions, including guided group work, to address the specific needs of pupils • understand the place of targeted support as part of a whole-school approach to supporting underperforming and low-attaining pupils How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.2 OHT Intervention: key messages revisited The most important element in securing progress for lower-attaining pupils is ensuring inclusive, interactive and varied teaching strategies in mainstream English classrooms. The key ingredients of effective intervention were identified as: • rapid analysis of Key Stage 2 data and information from primary schools, progress tests and optional tests • careful identification of pupils’ specific strengths and needs • appropriately targeted support • links and reinforcement in the mainstream curriculum • regular review of pupils’ progress to adjust or withdraw intervention How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.3a OHT Key elements in assessing and tracking progress Using data • Levels and raw scores and diagnostic information from Key Stage 2 tests • Information from primary schools • Diagnostic information from transfer booklets Offering a range of interventions • Assessment of pupils for placement on appropriate Literacy Progress Units (LPUs) • Curricular target setting to establish clear next steps in learning for pupils • Grouping pupils for guided work in English lessons • Appropriate use of additional adults for support in class Ensuring quality teaching and learning • Planning which incorporates the key objectives required to move pupils on How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.3b OHT Key elements in assessing and tracking progress (cont.) • Lesson objectives and learning outcomes shared with pupils so that they are clear about what they are going to learn and what is expected of them as individuals • Explicit modelling that demonstrates the thinking processes • Shared work that engages lower-attaining pupils through appropriate questioning and pair work • Focused guided work planned to meet the needs of a group of pupils in reading or writing • Activities, tasks and class routines that engage and involve all pupils • Marking against clear and shared criteria • Assessment for learning that sets learning targets in pupil-friendly language and allows for peer- and self-assessment • A process for transferring information about pupils’ learning in intervention programmes to mainstream teachers How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.4 OHT What made the difference? • What interventions in your school have promoted the progress of targeted pupils? • What were the key factors that made a difference for particular pupils in these contexts: – whole-class teaching? – guided work? – targeted interventions? • How effectively is the progress of lower-attaining pupils tracked across the key stage in your department? How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 1 Handouts 1.1a HANDOUT Case study 1 Context • East coast city school in challenging circumstances, more than 25% of pupils on SEN register and 47% eligible for free school meals (FSM). Forty per cent of pupils have a reading age of two years less than chronological age on entry to the school. The school feels that the success of their whole-school approach is reflected in the enhanced results for 2003. • Key Stage 3 English results – Level 5+: 2002 – 19% 2003 – 36% Data • • • • • • Collation of information from feeder primary schools. SENCO and head of Year 7 make regular visits to feeder schools and collect data. Majority of families also visited at home. Key Stage 2 test scores for reading and writing. From collated information, programmes for individual pupils are planned. Staff are able to access pupil database from every classroom for English levels and sublevels – all staff can access the skills they can expect pupils to have and the targets they are working on which then establish marking criteria. Interventions Built in at a series of stages across Key Stages 3 and 4. • Students assessed and placed in sets according to Key Stage 2 reading raw scores, pupils reassessed at end of first half-term. • Lowest-attaining pupils spend 50% of curriculum in one base with one or two teachers. • Pupils in Year 7 who need additional support with basic literacy and numeracy skills are withdrawn for a maximum of four lessons per week for additional teaching (but not from main English or mathematics lessons). • SENCO, SEN department and LITco have worked together to produce schemes of work based on Framework objectives and skills-based teaching for low-attaining pupils. Schemes written are pitched at sublevels so that, for example, a pupil reading at an average level 3 but writing at a secure level 2 can receive accurate and targeted teaching. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.1b HANDOUT Case study 1 (cont.) • Skills-based criteria have been developed within the LEA and are also used in the primary phase, which facilitates progression at transfer to secondary school. • LPUs taught in Years 7 and 8 – English department teaches Writing organisation and Reading between the lines, Humanities teaches Information retrieval, and Spelling is taught as part of the tutorial programme across Years 7 and 8. (Through this, the school has found an additional benefit in increasing the skills of teaching staff.) • Targeted pupils are withdrawn from across Key Stages 3 and 4 to receive additional support in groups or individually. For example, for booster classes for National Curriculum tests. Pedagogy • Easy access to information at a variety of levels for all staff from pupil database allows for: – focused planning; – more accurately matched teaching; – target setting that relates to skills descriptors in the LEA target-setting book (sublevels are used for reading, writing and speaking and listening). • Pupils are formally assessed every half-term – targets printed on sticky labels give pupils the ‘next steps’ and aim to make marking more effective. • Clear and shared criteria for focused marking is geared to pupils’ targets. • Peer-assessment is also used against the criteria. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.2a HANDOUT Case study 2 Context An established and over-subscribed comprehensive school with Beacon status. English results at GCSE and A level are recognised as good, but PANDA grades for Key Stage 3 English for 2001 were particularly low. Tracking pupils’ progress at Key Stage 3 was subsequently seen as of paramount importance. Data • Pupil information from Key Stage 2 tests and teacher assessment, CATs tests and Fischer Family Trust is used to identify a predicted target level for each year for each pupil. For some pupils the target levels are subdivided to show progression from ‘insecure’ through ‘secure’ to ‘strong’. • Each pupil has an overall English target, expressed in user-friendly terms, which is shared with parents. • The overall target is broken down into ‘layered’ curricular targets, in pupilfriendly language, which are appropriate for the next sequence of lessons. Intervention • Pupil self-assessment sheets which focus on the skills addressed in particular sequences of work. • Review of pupils’ targets before and after each formal assessment. • Regular reviews of progress of targeted pupils by head of faculty at various points in the year. • Focused work scrutinies and moderation of, for example, all pupils working at a particular level. • Mentoring offered to pupils missing their target levels and progress discussed with parents. Specific input provided where necessary. • Provision of Easter and summer schools for targeted pupils. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 1.2b HANDOUT Case study 2 (cont.) Pedagogy • Common schemes of work taught by all teachers within the faculty. • Ongoing teacher assessment, including assessment pieces which are common across the year. • Pupils each have level descriptors in their English books, written in pupilfriendly language. • Writing partners used during drafting stage and peer-assessment, based on individual target sheets for each sequence of work. • Pupil self-assessment target sheets outlining skills and success criteria related to learning outcomes for each assessed piece of work. • Selecting pupils with similar targets for guided group work in class. • A faculty portfolio of examples of the best work at each level is maintained. This work provides models for use by teachers and can be annotated by pupils. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 2 Using curricular targets to inform teaching AIMS To help teachers to: • diagnose the needs of targeted pupils and design the most appropriate interventions • use a range of targeted interventions, including guided group work, to address the specific needs of pupils RESOURCES OHT 2.1 Handouts 2.1–2.5 Video sequence 2 SESSION OUTLINE TOTAL 40 MINUTES 2.1 Addressing pupils’ targets through academic mentoring 20 MINUTES 20 2.2 Planning with curricular targets MINUTES How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 5 Session 2 2.1 Addressing pupils’ targets through academic mentoring Use OHT 2.1 to emphasise the need to understand more about ‘dips’ in attitude, engagement and progress at key transition points such as from Year 7 to Year 8. 2.1 OHT and entrance n to the exit more attentio ar 8, for Ye s; ar ye Schools give n the in-betwee portant years than to pupils as unim idely seen by Moreover, y. gl in rd co instance, is w ac st their effort ion events and they adju nizing induct dition of orga excitement tra ith no w is d e ar er rw th fo lp pupils look he ld ou w d. at th ahea e to the year and confidenc ining the they are susta to ensure that 8 matters. ar Ye Schools need at th , ey say and do view, in all th OHT 2.1 By the end of Year 7 there is a need to recognise pupils’ increasing social maturity, growing independence and wish to experiment, while focusing on increased accuracy and control over language. This means building their self-esteem as learners while signalling and engaging with the increasing academic demands that Year 8 and Year 9 present for lowerattaining pupils. Now show video sequence 2, Year 8 academic mentoring (4 minutes), which features Samina Jaffrey, the head of English, Debbie Lockhart, the teacher mentor, and pupils from Matthew Arnold School in Staines talking about the trial of Year 8 mentoring they have been involved in. Matthew Arnold School in Staines has 864 pupils on roll from age 11 to 16. Sixty-one per cent of Year 9 pupils achieved level 5 in the National Curriculum tests in 2003, which was a significant increase on 2002. ooling dle years of sch 3) sitions in the mid Transfer and tran search report no.443, June 200 y and Rudduck (Re Gra , ning ton lear Gal in m Fro inuities ities and discont (7-14): Continu ght 2005 © Crown copyri G DfES 0007–2005 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio Take brief feedback on the video then ask participants to reads handouts 2.1a and 2.1b, taken from the Year 9 booster kit for English. After reflecting on the video and handout, ask them to identify a pupil they teach who would benefit from the mentoring process and briefly describe the pupil to the person next to them. 6 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 20 MINUTES Session 2 2.2 Planning with curricular targets Teachers need to analyse available data, including optional tests at the end of Years 7 and 8, to identify the assessment focuses that need to be addressed if pupils are to make maximum progress. Framework objectives can then be used to set curricular targets with supporting layered targets which can be more manageable for pupils. Some objectives may need to be selected from previous years in order to reinforce and develop particular areas of individual weakness, as well as selecting objectives from the relevant year. There is a need to plan teaching to include opportunities for enhancing pupils’ progress at each of the three levels of class, group and individual working. This will have implications for planning. 20 MINUTES This process is exemplified on handouts 2.2 and 2.3 in relation to two pupils. Give participants 5 minutes to read these two handouts. Activity Note: have copies of Framework objectives available for reference. Ask participants to work in pairs or trios and: • complete the tables on handouts 2.4 and 2.5 by writing in appropriately personal, layered targets and deciding on the support needed to move two pupils, one in Year 9 and one in Year 8, from level 4 to level 5. Their curricular targets have been identified using the available evidence; • compare their completed tables with the curricular targets and support programmes of another group. After 15 minutes take brief feedback on the support suggested for Debbie and Harry, emphasising that: • the school context inevitably influences what is possible and productive; • while there is no single or simple pattern, there is a need to think of the opportunities for enhancing any pupil’s progress at each of the three levels of class, group and individual working; • this will have implications for planning; • although participants have been focused on individual pupils, it is likely that there will be groups of pupils who need similar support to reach level 5. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 7 Session 2 8 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 2 OHTs 2.1 OHT Schools give more attention to the exit and entrance years than to the in-between years; Year 8, for instance, is widely seen by pupils as unimportant and they adjust their effort accordingly. Moreover, there is no tradition of organizing induction events that would help pupils look forward with excitement and confidence to the year ahead. Schools need to ensure that they are sustaining the view, in all they say and do, that Year 8 matters. From Galton, Gray and Rudduck Transfer and transitions in the middle years of schooling (7-14): Continuities and discontinuities in learning (Research report no.443, June 2003) How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 2 Handouts 2.1a HANDOUT Mentoring What are the advantages of mentoring over guided or small-group work? • The precise match between the teacher’s targeted intervention and the pupil’s needs in readiness for challenge. • The pace is that most suitable for the individual pupil’s needs. • Immediate feedback as part of the assessment-based approach to learning. • The pupil’s attention is very focused, without distractions such as behaviour issues or group dynamics. • The pupil’s pattern of choices influences the flow of the session, through tracking the pupil’s thought processes and building on their suggestions. This results in far more pupil ownership of the mentoring process and the outcomes. • The supporting one-to-one relationship created, where the tone and body language used by the mentor is different from that in the group situation. Is mentoring right for your pupils? 1. Review existing provision for underachieving pupils. If any of your pupils underachieved last year in the end-of-Key Stage 3 National Curriculum test for English, there is scope for considering whether mentoring would make a difference this year. 2. Recognise that mentoring needs to be kept manageable; not every pupil will need mentoring. 3. Reflect on those pupils who have not yet responded to other types of intervention, but who have potential for making enough progress to reach the national expectation. Use the characteristics below to identify particular pupils who could benefit from mentoring. It may be a useful starting point for each staff member to identify one pupil to mentor. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 2.1b HANDOUT Mentoring (cont.) Examples of pupils who may benefit from mentoring sessions A pupil who: • understands a text, but doesn’t know how to express that understanding in writing, or how to construct an answer • has lots of ideas, but doesn’t know how to organise them • ‘freezes’ at the start of a timed test • starts off well, but can’t sustain focus and ends up going off at a tangent • doesn’t select the important information • doesn’t know how to end a piece of work and ‘fizzles out’ • has been stuck towards the upper range of a level and who has the potential to reach the next level with targeted intervention From Year 9 booster kit: English 2003–04 (DfES 0671-2003) How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 2.2 HANDOUT Ferdousa Ferdousa is now in Year 8 and working at a low level 4. Evidence shows that her priority area for attention is reading for meaning beyond the literal. (AF3) Ferdousa’s curricular target for reading Infer and deduce meanings using evidence in the text, identifying where and how meanings are implied (7R8) and identify the ways implied and explicit meanings are conveyed in different types of text (8R7). Personal layered targets • Understand and explain literal meanings • Recognise when things are suggested rather than stated in fiction and non-fiction texts • Link textual evidence with interpretation Moving Ferdousa from level 4 to level 5 Ferdousa can sometimes: Shared Guided Further intervention •use inference and deduction when establishing meaning although not always based on textual evidence •Model the process of reading for understanding of implied meanings, highlighting and discussing the clues and key words that reveal a writer’s intention. •Use whiteboard responses to confirm pupils’ understanding. •Use Targeting level 5 materials. •Give targeted pupils support in rooting inferences and deductions securely in evidence from fiction and nonfiction texts. •Ferdousa has not •interpret a range yet done the LPU of texts using Reading between inference and the lines. She deduction, based would benefit securely on from doing so. textual evidence •Involve Ferdousa in academic mentoring using Reading Challenge with a TA. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes To achieve level 5 Ferdousa needs to: © Crown copyright 2005 DfES 0007–2005 G 2.3 HANDOUT Liam Liam is now in Year 9 and needs to focus on structuring his writing to make it more powerful and effective for the reader. Liam’s curricular target for writing Develop different ways of linking paragraphs, using a range of strategies to improve cohesion and coherence (8S7). Personal layered targets • Use a range of different connectives to link paragraphs • Use pronouns to refer back and avoid ambiguity • Maintain consistency of tense in writing • Use a range of conjunctions to link phrases and clauses in sentences, e.g. before, after • Use adverbs to link, direct and usher the reader across sentences and paragraphs, e.g. later, therefore, meanwhile, also, in particular • Use punctuation to support meaning Moving Liam from level 4 to level 5 Liam can: Shared •organise ideas by •Demonstrate via clustering them card sorts how or arranging them the same material chronologically can be organised (AF3) in different ways. •sometimes use •Focus on topic paragraphs with sentences in topic sentences shared work. •Give pupils content in order to focus on structure. •Use sequencing activities to analyse text structures. •Model the organisation of ideas in fiction and non-fiction. •See Key objectives banks for more detailed guidance. •Selective use of Targeting level 5. Guided Further intervention To achieve level 5 Liam needs to: •Make planning the focus of guided sessions. •Provide opening paragraphs for a given plan and work together on the following paragraphs, including use of a range of cohesive devices. •Use guided sessions to establish writing partners who help each other through constructive challenge. •Writing Challenge with learning mentor focusing on text organisation. •Extracts from Writing organisation LPU taught by TA. •Booster sessions with other targeted pupils. •structure writing clearly, with sentences organised into appropriate paragraphs •use connecting devices and supporting detail to develop ideas effectively How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 2.4 HANDOUT Debbie (Year 9) working at level 4 in reading Debbie finds it difficult to make comments on the author’s use of language at word and sentence level. She is aware of which words are important in a passage, but does not know how to express her ideas about the effect an author is trying to achieve. Debbie’s curricular target for reading To comment, using appropriate terminology, on how writers convey setting, character and mood through word choice and sentence structure (7R12) and how writers of non-fiction match language and organisation to their intentions (7R13) in order to compare the presentation of ideas, values or emotions in related or contrasting texts (9R7). Personal layered targets • • • Moving Debbie from level 4 to level 5 Debbie can: Shared Guided •recognise when she is expected to comment on a writer’s use of language •identify some words that have a key role and her understanding that writers make choices for effect is beginning to develop How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes Further intervention To achieve level 5 Debbie needs to: •identify relevant features at word and sentence level and comment on them in ways that show understanding of the effect of authorial choices in a range of texts © Crown copyright 2005 DfES 0007–2005 G 2.5 HANDOUT Harry (Year 8) working at a low level 4 in writing Harry is now able to do more than present the bald facts in his fiction writing, and sometimes adds appropriate adjectives to his action narratives. However, his stories lack detail and there is little variety in his use of phrases and clauses. Harry’s curricular target for writing To write more imaginative and interesting texts by exploring the impact of a range of sentence structures (8S2) and experimenting with figurative language in conveying a sense of character and setting (8Wr6). Personal layered targets • • • Moving Harry from level 4 to level 5 Harry can: Shared Guided •develop some descriptions in detail beyond the basic facts and use some effective adjectives as well as adverbial phrases How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes Further intervention To achieve level 5 Harry needs to: •develop his ideas in sufficient detail to maintain the reader’s interest •vary his placing of clauses and phrases for effect © Crown copyright 2005 DfES 0007–2005 G Session 3 Addressing the issues in Year 9 AIMS To help teachers to: • employ interactive and inclusive strategies to support these pupils in whole-class situations • understand the place of targeted support as part of a whole-school approach to supporting underperforming and low-attaining pupils RESOURCES OHTs 3.1–3.5 Handouts 3.1–3.4 Video sequences 3 and 4 Video sequence 5 (optional) SESSION OUTLINE TOTAL 85 MINUTES 10 3.1 Identifying the issues MINUTES 3.2 Teaching pupils in order to move them to level 5 in writing 25 MINUTES 35 3.3 Preparing pupils for the test MINUTES 15 3.4 Moving pupils on MINUTES How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 9 Session 3 3.1 Identifying the issues Show OHTs 3.1 and 3.2. 10 3.1 MINUTES OHT task What is our in Year 9? 3.2 OHT pils achieve number of pu the maximum of success at th or re ict su ed en pr To cant chances e this is a signifi us life ca on be e 5 nc el lev influe s a significant ha d an SE GC at What are th e issues? • In 2003 26% of pupils natio nally (46 000) move one lev did not el in the three years of Key St age 3 • Balancing th e teaching of the National with time to Cu rri culum prepare for th e National Cu rriculum test • Capitalising on the good pr actice which ex department an ists in the d making effe ctive use of th support mater e existing ials OHT 3.1 ght 2005 © Crown copyri G DfES 0007–2005 OHT 3.2 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio How to get more Key Stage 3 Natio pupils from level 3 to level 5 in English Part nal Strategy Course tutor’s 2 notes 3.3 © Crown copyri ght 2005 DfES 0007–2005 G OHT Tell participants that the identification of pupils who are at risk of becoming ‘non-moving’ is crucial as early as possible in Year 9, or better still at the end of Year 8. Show OHT 3.3, which outlines the data that can be used to identify these pupils. target pupils Identifying ple teacher ar 8, for exam ation from Ye t, pupil en ssm se as • Pupil inform r pupils, teache mation or inf s, knowledge of et targ ing curricular records includ sts from Year 8 te h: ogress throug Track pupils’ pr ent acher assessm • ongoing te k’ practice tests • Year 9 ‘moc targets eir curricular • review of th ress by: Support prog ried teaching eractive and va • inclusive, int entoring • academic m el 5+ • Targeting lev OHT 3.3 ter kit • Year 9 boos ght 2005 © Crown copyri G DfES 0007–2005 2 English Part 3 to level 5 in pupils from level ’s notes How to get more Strategy Course tutor nal Key Stage 3 Natio 10 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 3 3.2 Teaching pupils in order to move them to level 5 in writing 25 Remind participants of the importance of learning from the previous year’s tests and of using QCA’s report on the implications for teaching in order to compare their own data with the national weaknesses. Show OHT 3.4, which outlines the implications for writing from the 2003 report. Point out that the OHT refers to 2003. Have a copy of the 2004 report available and emphasise any differences. MINUTES Activity: video sequence 3 Shared writing Tell participants that Martin Hanlon, an advanced skills teacher of English at Archbishop Michael Ramsey Technology College in Camberwell, is teaching a class which includes level 4 to 5 borderline pupils. His focus is on writing narrative and his objectives address the implications for teaching outlined in OHT 3.4. 3.4 OHT QCA implicat ions for teac hing to mov pupils from e level 4 to le vel 5 in writi ng Help pupils to : • maintain th e purpose and viewpoint of throughout, e.g the writing . maintain ob jective reporti than lapsing int ng rather o narrative (A F2) • use paragr aphs to structu re texts, deve ideas by includ loping main ing relevant de tail and comm ent (AF3) • use connec tives (although , until) to link ideas and even or co mpare ts within and between com sentences (AF5 plex ) Archbishop Michael Ramsey Technology College in Camberwell is a school for pupils aged 11 to 18 • vary past te nse forms (w with 1000 pupils on roll. It has a high ere swimming seen) and use , had been modal verbs (co uld, should, m to suggest conseq proportion of ethnic minority pupils ay, must) uence, possibil opinions (AF5 ity or to quali ) fy of African or African-Caribbean origin • recognise se ntence bounda ries and demar and a high FSM ratio. Forty-five per accurately (A cate them F6) cent of Year 9 pupils achieved level OHT 3.4 5 in the National Curriculum tests in 2003, which was a decrease on 2002, especially in reading, and resulted in the school reviewing its scheme of work. As a result, 68% of the pupils achieved level 5 in 2004. Approximately one third of the class shown in the two videos entered Year 7 at level 3. In 2004, 90% of the pupils in this class achieved level 5 and 19% achieved level 6. How to get more Key Stage 3 Natio pupils from level 3 to level 5 in English Part nal Strategy Course tutor’s 2 notes © Crown copyri ght 2005 DfES 0007–2005 G Advise participants to use handout 3.1 as a focus for watching video sequence 3, Shared writing Year 9 (12 minutes). Make it clear to the participants that the text on the OHT shown in the video has been written by Victoria, one of the pupils in the class. Point out that video sequence 5 (20 minutes) is a longer version of sequence 3 and teachers may choose to watch this version if they wish to see more of the pupil responses and the way in which the teacher links reading with writing. The course tutor will need to allocate more time to the session if the longer version (sequence 5) is used in the training, or they could suggest to teachers that the longer version is watched by the department back at school. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 11 Session 3 After viewing the video, ask participants to work in pairs and discuss their answers to the questions on handout 3.1. Take feedback and ensure that you make the following points if they don’t emerge in the discussion. • Martin particularly focuses on the following two aspects. – Use paragraphs to structure texts, developing main ideas by including relevant detail and comment (AF3) – Recognise sentence boundaries and demarcate them accurately (AF6). • At the beginning he also makes reference to the following aspect. – Maintain the purpose and viewpoint of the writing throughout (AF2) • His questioning skills challenge the pupils and he probes deeply, encouraging them to think more clearly, e.g. Be more specific. Can you tell us more? • He tells pupils frankly when their answers are wrong and asks other pupils to tell them why and to help them by taking on the question. • He involves all pupils in answering the questions, setting an expectation that all of them should contribute. • The analogies and diagrams he uses help pupils to learn – especially visual learners. • He makes the links between thinking and writing. • He models reading pupils’ work and annotating text. • He uses the pupils’ writing to illustrate the aspects he is emphasising. • He sets up an activity which involves peer-assessment. • He continually reinforces the two aspects about sentence demarcation and structure. • He continually links what pupils are learning to the skills needed to achieve level 5 in the Year 9 English National Curriculum test. 12 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 3 3.3 Preparing pupils for the test One issue that teachers of Year 9 need to consider is the balance between preparing pupils for the Key Stage 3 tests, while ensuring that teaching remains rich, varied and interactive. 35 MINUTES Ask participants to look at handout 3.2, which has been taken from the Year 9 booster materials. When they have read the handout ask them to work in pairs or small groups for 10 minutes and share with one another any experience they have had of using the approaches suggested. Activity: video sequence 4 Booster: preparing pupils for the reading test Tell participants that the Year 9 booster materials recommend shared and guided work to prepare pupils for the Year 9 National Curriculum test. In video sequence 4, Andrea Black, an English teacher at Archbishop Michael Ramsey Technology College in Camberwell, is working with a booster group drawn from the Year 9 class seen in the previous video. She uses elements of shared and guided reading as part of this booster session to investigate a reading question from a previous National Curriculum test paper in order to prepare pupils for the reading section of the 2004 test. Display OHT 3.5, which shows the implications for teaching to move pupils from level 4 to level 5 in reading. 3.5 OHT QCA implicat ions for teac hing to mov pupils from e level 4 to le vel 5 in read ing Help pupils to : • refer closely to the text, se lecting relevan to support th t evidence eir ideas (AF2 ) • recognise ho w features of structure cont text organisat ribute to ion, e.g. open ings, link to en dings (AF4) • recognise ho w some effects such as suspen and tension ar se e created (AF6 ) OHT 3.5 How to get more Key Stage 3 Natio pupils from level 3 to level 5 in English Part nal Strategy Course tutor’s 2 notes © Crown copyri ght 2005 DfES 0007–2005 G How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 13 Session 3 Now watch video sequence 4, Booster: preparing pupils for the reading test (12 minutes). As they watch the video, ask participants to make notes using handout 3.3 on the following points. 1. Which aspects from the QCA implications for teaching pupils to move from level 4 to level 5 in reading is the teacher addressing? 2. What strategies is she using to address these issues? After viewing the video ask participants to discuss their answers in pairs. Take feedback, ensuring that the following points are covered. Make the following points if they don’t emerge in the discussion. • Andrea addresses all three aspects of the implications for teaching in OHT 3.5. • She models annotating the text to help pupils locate ideas. • She gives them the model of key words, sentences and overall structure to help structure their analysis of the text. • She shares the thinking behind the annotation and asks pupils to select their own key words and sentences and to give evidence for their choices. • She sets them a task which involves them working in pairs to locate ideas and text-mark. • The task set helps them practise the skills needed when reading the paper closely before looking at the questions. • She guides their contributions working individually with each pair. • Her questioning skills result in a very good response from pupils. • She continually links what they are learning to the skills needed to achieve level 5 in reading in the Year 9 English National Curriculum test. 14 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 3 3.4 Moving pupils on If departments are to make progress in moving pupils from level 3 to level 5, they need to provide inclusive, interactive and varied teaching combined with a good system for assessing and tracking pupils’ progress. They also need to use a range of targeted interventions to address pupils’ specific needs. 15 MINUTES Ask participants, working as individuals, to take 5 minutes to consider how they would approach some of the issues facing departments as illustrated in the checklist on handout 3.4. After 5 minutes ask participants to discuss their initial thoughts with a partner. After the discussion take brief feedback. In conclusion, make the point that it is important that participants take the checklist back to school so that it forms the basis of a department discussion which feeds into the department’s development plan and the school’s intervention plan. Outline the support that will be available from the Key Stage 3 consultants as appropriate for your LEA. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 15 Session 3 16 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 3 OHTs 3.1 OHT What is our task in Year 9? To ensure that the maximum number of pupils achieve level 5 because this is a significant predictor of success at GCSE and has a significant influence on life chances How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.2 OHT What are the issues? • In 2003 26% of pupils nationally (46 000) did not move one level in the three years of Key Stage 3 • Balancing the teaching of the National Curriculum with time to prepare for the National Curriculum test • Capitalising on the good practice which exists in the department and making effective use of the existing support materials How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.3 OHT Identifying target pupils • Pupil information from Year 8, for example teacher knowledge of pupils, teacher assessment, pupil records including curricular targets, information from Year 8 tests Track pupils’ progress through: • ongoing teacher assessment • Year 9 ‘mock’ practice tests • review of their curricular targets Support progress by: • inclusive, interactive and varied teaching • academic mentoring • Targeting level 5+ • Year 9 booster kit How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.4 OHT QCA implications for teaching to move pupils from level 4 to level 5 in writing Help pupils to: • maintain the purpose and viewpoint of the writing throughout, e.g. maintain objective reporting rather than lapsing into narrative (AF2) • use paragraphs to structure texts, developing main ideas by including relevant detail and comment (AF3) • use connectives (although, until) to link or compare ideas and events within and between complex sentences (AF5) • vary past tense forms (were swimming, had been seen) and use modal verbs (could, should, may, must) to suggest consequence, possibility or to qualify opinions (AF5) • recognise sentence boundaries and demarcate them accurately (AF6) How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.5 OHT QCA implications for teaching to move pupils from level 4 to level 5 in reading Help pupils to: • refer closely to the text, selecting relevant evidence to support their ideas (AF2) • recognise how features of structure contribute to text organisation, e.g. openings, link to endings (AF4) • recognise how some effects such as suspense and tension are created (AF6) How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Session 3 Handouts 3.1 HANDOUT Video sequence 3: Shared writing 1. Which aspects from the QCA implications for teaching to move pupils from level 4 to level 5 in writing is the teacher mainly addressing? 2. What strategies is he using to address these issues? How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.2 HANDOUT Practical suggestions for preparing pupils for the Key Stage 3 English tests (from Year 9 booster kit: English 2003–04) Identify and plan for specific points during the year (and in Years 7 and 8) where lesson time within the scheme of work will be given over to teaching pupils about the specific skills and routines needed to do well in the tests. As far as possible, link these to units of work where particular aspects of the test design are most relevant, for example: • shorter and longer writing tasks; • longer answers on the reading paper; • precision and focus in shorter reading answers; • working across more than one extract in Shakespeare; • using examples and quotations to underpin opinion. In these lessons, teach very specifically how to tackle different types of answers, for example, how to read for gist; how to scan for information and examples; how to structure points, explanation and examples concisely; how to avoid irrelevance and simple re-telling; how to plan for longer tasks and how to limit the scope of shorter ones. Structure the lessons systematically so that pupils have the techniques demonstrated clearly. They then try them out together, discussing the processes as they go. They receive advice and feedback as they make their first attempts and they reflect at the end, or for homework, how marks are earned or missed. Use last year’s tests for teaching. Show pupils the structure, timings and mark allocations, planning opportunities, the potential pitfalls and challenges, and so on, before they tackle the paper as a ‘mock’. In this way, they will approach it confidently, making productive decisions rather than having to react and alter their approaches after the event. Only spend time on test practice questions after pupils have been taught and have practised how to approach them. Don’t just go through tests after they have been marked to teach pupils how to approach them. Use the mark schemes and assessment focuses to enable pupils to review their own and others’ performances collaboratively. Encourage them to reflect on how they might have improved their marks in areas of weakness. Revise test response techniques during the spring term and focus on the productive use of time during the tests. Use the booster pack. You will receive updated suggestions for lessons to cover the changes in the Shakespeare set scenes. How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.3 HANDOUT Video sequence 4 Booster: preparing pupils for the reading test 1. Which aspects from the QCA implications for teaching to move pupils from level 4 to level 5 in reading is the teacher addressing? 2. What strategies is she using to address these issues? How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.4a HANDOUT Checklist for assessing, tracking and securing pupils’ progress across Key Stage 3 What can be used Current position in the department Priorities for action Year 7 Data Use of data from Key Stage 2 Year 7 progress tests Year 7 optional tests Regular teacher assessment, e.g. common assessment tasks Intervention Literacy Progress Units Targeting level 4 Individual pupil reviews Methodologies Shared work (see Year 7 English department training 2002/03) Guided work (see Year 7 English department training 2002/03) Setting curricular targets Teaching sequence for reading and writing Inclusive, interactive and varied teaching strategies Year 8 Data Pupil information from Year 7, e.g. teacher knowledge of pupils, teacher assessment, pupil records, information from Year 7 tests Year 8 optional tests Ongoing teacher assessment How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.4b HANDOUT Checklist for assessing, tracking and securing pupils’ progress across Key Stage 3 (cont.) What can be used Current position in the department Priorities for action Year 8 (cont.) Intervention Reading Challenge Writing Challenge Academic mentoring Revisiting and reviewing curricular targets Individual pupil reviews Methodologies Shared work (see Year 8 English department training 2002/03) Guided work (see Year 8 English department training 2002/03) Teaching sequence for reading and writing Inclusive, interactive and varied teaching strategies Year 9 Data Pupil information from Year 8, e.g. teacher knowledge of pupils, teacher assessment, pupil records, information from Year 8 tests Ongoing teacher assessment Year 9 ‘mock’ practice tests Year 9 National Curriculum tests How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G 3.4c HANDOUT Checklist for assessing, tracking and securing pupils’ progress across Key Stage 3 (cont.) What can be used Current position in the department Priorities for action Year 9 (cont.) Intervention Targeting level 5 Year 9 booster kit Academic mentoring Revisiting and reviewing curricular targets Individual pupil reviews Methodologies Shared work (see Year 9 English department training 2002/03) Guided work (see Year 9 English department training 2002/03) Teaching sequence for reading and writing Inclusive, interactive and varied teaching strategies How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2004 DfES 0007–2005 G English department core training 2004 How to get more pupils from level 3 to level 5 in English Evaluation sheet for course participants Which aspects of the course did you find most useful? What could have made the course more useful? Please grade each session for its usefulness to you. Please circle one grade only. Very useful Poor Session 1 Key messages about pupils’ progress 1 2 3 4 Session 2 Using curricular targets to inform teaching 1 2 3 4 Session 3 Addressing the issues in Year 9 1 2 3 4 Overall grade for training 1 2 3 4 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G English department core training 2004 How to get more pupils from level 3 to level 5 in English Evaluation sheet for course tutors What were the most useful aspects of the course? What changes would you suggest might be made to improve the course? Please grade each session for its usefulness. Please circle one grade only. Session Grade Very useful Comment Poor Session 1 Key messages about pupils’ progress 1 2 3 4 Session 2 Using curricular targets to inform teaching 1 2 3 4 Session 3 Addressing the issues in Year 9 1 2 3 4 Overall grade for training 1 2 3 4 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G English department core training 2004 How to get more pupils from level 3 to level 5 in English Summary evaluation sheet For completion by consultants and other tutors after presenting the course. LEA: Region: Venue: Date: Tutor(s): Number of schools represented: Secondary Middle Special Number of teachers attending: Summary of tutor completing summary evaluation sheet Please total grades given by participants and (overleaf) summarise the comments you received, then forward this sheet to the address overleaf. Please grade each session for its usefulness. Please circle one grade only. Session Grade Very useful Comment Poor Session 1 Key messages about pupils’ progress 1 2 3 4 Session 2 Using curricular targets to inform teaching 1 2 3 4 Session 3 Addressing the issues in Year 9 1 2 3 4 Overall grade for training 1 2 3 4 How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Summary evaluation How to get more pupils from level 3 to level 5 in English Summer 2004 Comments made by participants on the most useful aspects of the course Comments made by participants regarding changes Please send this summary to: English Team Leader The Centre for School Standards 60 Queens Road Reading RG1 4BS How to get more pupils from level 3 to level 5 in English Part 2 Key Stage 3 National Strategy Course tutor’s notes © Crown copyright 2005 DfES 0007–2005 G Copies of this document may be available from: DfES Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 e-mail: dfes@prolog.uk.com The content of this publication may be reproduced free of charge by schools, ITT providers and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. Ref: DfES 0007-2005 G Produced by the Department for Education and Skills www.dfes.gov.uk If this is not available in hard copy it can be downloaded from: www.standards.dfes.gov.uk The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House 2-16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk ST IVES DIRECT BRISTOL 01-2005 © Crown copyright 2005
© Copyright 2024